Matematik ve Fen Bilimleri Eğitimi Bölümü
http://hdl.handle.net/20.500.11787/39
Matematik ve Fen Bilimleri Eğitimi Bölümü'ne ait koleksiyonları içerir.2024-03-29T15:25:47ZAnalysis of middle school mathematics and science curriculum learning outcomes according to TIMSS-2019 evaluation frameworks
http://hdl.handle.net/20.500.11787/8403
Analysis of middle school mathematics and science curriculum learning outcomes according to TIMSS-2019 evaluation frameworks
Gökçe, Ok; Kaya, Deniz
The purpose of this research is to examine the cognitive qualities of the learning outcomes in middle school
mathematics and science curricula according to grade levels and learning fields. In the study, case design, one of the
qualitative research methods, was used and the data were collected with the help of document analysis technique. The
learning outcomes in the middle school mathematics and science curricula published by the Ministry of National
Education Board of Education and Discipline in 2018 were discussed on the axis of cognitive domains and subdimensions
in the TIMSS-2019 evaluation frameworks. Descriptive analysis technique was used to examine the
learning outcomes in the curricula. In this context, 215 outcome expressions in the mathematics curriculum and 223
learning outcome expressions in the science curriculum were evaluated. According to the findings of the study, while
46.6% of the learning outcomes in the mathematics curriculum are in the domain of knowing, 36.6% of them are in
the applying, 16.8% of them are in the reasoning cognitive domain; 27.1% of the learning outcomes in the science
curriculum are in the knowing, 32.4% of them are in the applying and 40.5% of them are in the reasoning cognitive
domain. According to the findings, it was suggested that learning outcomes should be updated to include more
metacognitive skills, and that primary and secondary teaching programs should be evaluated according to similar
frameworks.; Bu araştırmanın amacı, ortaokul matematik ve fen bilimleri dersi öğretim programlarındaki kazanımların bilişsel niteliklerini sınıf düzeylerine ve öğrenme alanlarına göre incelemektir. Çalışmada, nitel araştırma yöntemlerinden durum deseni kullanılmış ve veriler doküman incelemesi tekniği yardımıyla toplanmıştır. 2018 yılında Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı tarafından yayımlanan ortaokul matematik ile fen bilimleri dersi öğretim programlarındaki kazanımlar TIMSS-2019 değerlendirme çerçevelerindeki bilişsel alanlar ile alt boyutları ekseninde ele alınmıştır. Öğretim programlarındaki kazanımların incelenmesinde betimsel analiz tekniği kullanılmıştır. Bu bağlamda, matematik öğretim programında 215, fen bilimleri öğretim programında 223 kazanım ifadesi değerlendirilmiştir. Çalışmanın bulgularına göre, matematik öğretim programındaki kazanımların %46,6’sı bilme, %36,6’sı uygulama, %16,8’i akıl yürütme bilişsel alanında yer alırken fen bilimleri öğretim programındaki kazanımların %27,1’i bilme, %32,4’ü uygulama ve %40,5’i akıl yürütme bilişsel alanında bulunmaktadır. Çalışma bulgularına göre, kazanımların daha fazla üst bilişsel becerileri içerecek şekilde güncellenmesi ve ilkokul ile ortaöğretim öğretim programlarının da benzer çerçevelere göre değerlendirilmesi öneri olarak sunulmuştur.
2024-01-17T00:00:00ZSubject, functionality and level of proofs preferred by pre-service elementary mathematics teachers
http://hdl.handle.net/20.500.11787/8370
Subject, functionality and level of proofs preferred by pre-service elementary mathematics teachers
Dinçer, Bahar; Kaya, Deniz
This study examined the subject(s) that elementary mathematics teacher candidates find
most suitable for proving in analysis courses, the functional structure of proof they
remember most, the level of proof, and the reasons for preferring this proof. In this study,
which was conducted with a qualitative research approach, a form consisting of openended questions was applied to teacher candidates. In this form, teacher candidates were asked questions about the mathematical proofs they made. With descriptive analysis, the answers of the pre-service teachers who participated in the research were systematically defined, and data were tried to be determined through content analysis. Accordingly, while
the pre-service teachers found the most appropriate application of the proof approach to
be the subject of trigonometry, it was determined that the proof that remained in their
minds the most was also related to the topic of trigonometry. By examining the functional
structure of these proofs written by pre-service teachers, it has been seen that they have the
function of explanation and systematization. In addition, the reasons for preferring the
proof they made were asked of the pre-service teachers, and the answers were gathered on
the fact that proof provides the most permanence and causal learning. It was emphasized
that theorems that require formula memorization generally become more understandable
with the proof method. According to the results of the research, the common opinion of
the pre-service teachers is that teaching how to obtain the proof method of formulas in
trigonometry instead of memorizing them is beneficial in ensuring both meaningful and
permanent learning. In light of the findings of these studies, more sensible suggestions can be made to improve pre-service teachers' knowledge systems and classroom teaching on proof. By determining which topics and theorems pre-service teachers have difficulty in proving in addition to trigonometry, additional learning on these subjects can be
recommended.
2023-12-30T00:00:00ZE-learning in mathematics education: A bibliometric analysis (2012-2022)
http://hdl.handle.net/20.500.11787/8368
E-learning in mathematics education: A bibliometric analysis (2012-2022)
Kaya, Deniz; Kutluca, Tamer
This study aims to create a comprehensive bibliometric map of published scientific articles on e-learning in mathematics education (ME). We used Web of Science (WoS) database to analyzed 341 articles published by 1018 authors representing 79 countries between 2012 and 2022. In this context, we examined scientific articles in terms of scientific production, network analysis, trend topics, thematic change, and conceptual
structure. Bibliometric analysis was performed in the study. According to findings, the number of published
articles differ according to the years, but the number of citations is constantly increasing. Albano, and Dello
Iacono are the most prolific authors. The most productive institutions are Salerno and Black Sea Technical
Universities. China, USA, and Russia lead the countries of the corresponding authors. According to the
network analysis, the journals of Computers & Education and Computers in Human Behavior form strong
links. The most used keywords are students, technology, and mathematics. The pandemic, covid, reality, and process are trend topic titles. It determined that the best size reduction obtained in the conceptual analysis constituted approximately 31% of the total variability. We presented some suggestions based on the findings obtained at the end of the research.
2024-01-01T00:00:00ZTransforming education with augmented reality, metaverse and virtual reality technologies in the 21st century
http://hdl.handle.net/20.500.11787/8323
Transforming education with augmented reality, metaverse and virtual reality technologies in the 21st century
Kaya, Deniz; Kutluca, Tamer; Dağhan, Gökhan
This study aims to analyze the articles published on augmented reality (AR), metaverse, and virtual reality (VR) in the 21st century based on the Web of Science (WoS) database. In this study, we evaluated 2203 scientific documents in the education category. We examined the data set obtained from the WoS database within scientific productivity, network analysis, trend topic, thematic change, conceptual structure, and thematic map. We analyzed the distribution of articles by year and number of citations, core authors, most cited articles, productive institutions, dominant authors by years, and productive countries within scientific productivity. The network analysis determined cooperation between authors, institutions, and countries, keyword cloud, and co-occurrence networks according to keywords. In the last stage of the research, we examined trend topics, thematic change, conceptual structure, and the formation of thematic maps. The research analyzed scientific documents with 71,050 reference information, representing 87 countries and published by 5781 authors. According to the findings, the number of articles and citations published on AR, metaverse and VR has increased significantly, especially in the last ten years. Hwang, G. J., Makransky, G., and Tsai, C. C. stand out as core authors. Prolific institutions include the National Taiwan Normal University and the National Taiwan University of Science and Technology. China, USA, Spain, Türkiye, and United Kingdom are among the leading producing countries. While emphasizing the technological infrastructure as thematic change, the best size reduction representing the conceptual structure accounts for approximately 58% of the total variability. We shared some thoughts on the future of AR, metaverse, and VR as suggestions
2023-10-31T00:00:00Z